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BROKEN HOME
AND CHILDREN EDUCATIONAL CAREER
ABSTRACT
This project
titled “broken home and children educational career”. The objective is to
identify the causes of broken homes and their effect on the education
performance of children in school. Means of collecting the data, the method
used in gathering information and the research instrument used is the
questionnaire. From the questionnaire, data were gotten and analysed. Findings
of other authors and researchers that are related to the effect of broken homes
and children educational career were reviewed. The children from broken homes
are not opportune to plan with their sponsors what course to percentage in
life. Couple intending to go into marriage should be matured and they must
understand each other before going into marriage as this will help reduce
causes of divorce./ the government should establish a legal backing standard
the age in which the youths go into marriage to reduce the frequent occurrence
of broken homes.
TABLE OF
CONTENT
Chapter One:
Introduction
Background
to study
Statement of
problems
Purpose of
study
Significance
of study
Research
questions
Scope of
study
Limitation
of study
Definition
of terms
Chapter
Two:
Literature
Review
Chapter
Three: Methodology
Population
and sample
Sampling
techniques
Instrument
for collecting data
Validation
of data
Reliability
of the instrument
Method of
data collection
Data
analysis techniques
Chapter
Four
Analysis of
data
Discussion
Chapter
Five
Summary,
findings, recommendations and conclusions
Findings
Recommendation
Conclusion
REFERENCE
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND
OF THE STUDY
The home is
the primary institution for children, home as perceived by Abdulganiyu (1997),
Christe (2009), defined home as a place in which an individual or a family can
rest and store personal property. Haven defined the concept of home it is
therefore important to define family. The family can therefore be looked at as
a social group characterized by common resident, economic cooperation and
production, when a child is born, the family is the first primary group with which
they come into contact. Transmission of social values or rights and wrong, what
is morally and religiously accepted or condemned by the family, it follows
therefore that by the time a child attained five to seven years of age he must
have learnt what are his rights, obligations and roles within the society.
However, the background of a student goes a long way to determine his/her
individuality. As the child enter schools, he/she will start manifesting
different attitudes and expectations, in addition they may be of the same age
group, developed at different rates and so may be able to cope with the
intellectual and social task of the school in varying extent. However a home
can either be stable or broken. A stable home is one in which both parents (mother
and father) live together with their children, while a broken home is the one
in which one or both of the parents are not living together with the children.
It is the level at which the home operates that determine the academic
achievement of students in school.
Broken home
been it unstable can influence the achievement of students academically, also
children that have suffered from neglect or lack of love (in a broken homes)
are known to be psychologically imbalanced to face the realities of life when
there is disunity in the family, or a difference between a the middle and will
be at disadvantage. According to Blackby (1999), adequate research need to be
conducted in this direction to ensure smooth transition of children from early
stages to adulthood.
The child
homes and his family offer the best education since his parents serve as
teachers, the parents lay the foundation for the desired social, moral,
emotional, spiritual and intellectual well being of the child. The training
received from home is of great importance in his/her total personality for
academic achievements as a students. It can also be observed that the pattern
of life in the home (stable or broken), the economic and social status of the
family in the community and many others
conditions that give the home a distinctive character can influence the
achievement of students in school. Abdulganiyu (1997), added that research have
shown that children differs in various way as a result of variables of their
home background such as socio-economic status, parental attitude to school and
child rearing practices. These home background variables are also found to be
positively related to children’s academic achievement, more especially students
that need care and love. Similarly Giwa (1997), have investigated the factors
within the students home background or family that affect their performance in
schools, variables such as socio-economic status, family size, birth order, parental attitude,
child rearing practices, parental absence or presence have been found to affect
social and intellectual learning experience of children in schools. This is so
because children are born with some psychological , emotional and intellectual
needs such as need for love and security, the need for new experience, the need
for praise and recognition and the need for responsibility, many of these needs
are not offered to the children of broken homes which will influence their
performance in academics. The extent to which these needs are met during the
formative years of children between birth and the age of six or seven in the extent to which they
enter school well equipped or ready to deal with the social and emotional
aspects of schooling. Based on the observation above and in line with the
assumption that economic and social future of many children in most localities
is being undermined by cultural practices that promotes widespread divorce
amongst couples and brought unnecessary hardship to the growing children. It is
pertinent at this juncture to point out inspite of all the needs expressed as
to be met by the students this research also has intended to seek for how much
students is affected in academic achievement, either as a result of his home
been stable or broken.
STATEMENT OF
PROBLEM
In our
society, children are sometimes exposed at an early age to all sort of dangers
arising from malnutrition, diseases and various temptation of surviving due to
absence of one or both of their parents. Students life in broken homes is
observed to be associated with emotional stress that can impair intellectual
development, thereby giving way for such children to grow up without being
trained properly. However, absence of one or both parents deprives young
children of the stable love, care, security and total support they have been
accustomed to and tend to make children different in the eyes of the peer
group. If children are asked where the missing parent is or why they have a new
parent to replace the missing parents, they become embarrassed and ashamed.
They may also feel quality and unwanted by the society, such stressful
situation leads to psychological, emotional and intellectual imbalance in
growing children. These subsequently result to quitting from school or poor
academic achievement of students. Hence it becomes necessary to investigate
factors that causes broken homes with a view to
finding solution to the problems for psychological well being of growing
children in our society, and these lead us to look at the effect of broken
homes on students education particularly in Ikpoba Okha Local Government Area
of Edo State.
RESEARCH
QUESTIONS
This research work is aimed at finding
answers to the following questions;
What are the
causes of broken homes?
What are the
effects of broken homes on the society?
What effect
does broken home have on child in the society?
What is the
role of government in controlling broken homes?
What effect
has the government made to reduce broken home?
To what
extent does good home influence socialization process of a child?
Is there any
significant difference between the academic performance from broken homes and
those from unbroken homes?
OBJECTIVE OF
THE STUDY
The main objective of this research
work include the following;
To find out
the causes of high rate of divorce in Edo South Local Government of Edo State.
To find them
out how absent of one or both parent influence broken home students academic
performance in school.
To seek for
solution on how to control widespread divorce among couple.
To suggest
ways of women and men unnecessary divorce.
To find out
whether there is significant differences in academic broken home
SIGNIFICANCE
OF THE STUDY
The purpose of this study is to carry
out research on the possible causes and effect of broken home and its
consequences on the educational prosperity of students in Ikpoba Okha Local
Government Area of Edo State. as known by all educators, the home play very
significant role in child personality formation and socialization, broken home,
are identified as one of the factors that undermined the socialization process
at home which consequently affect the performance of student the research work
would be of great importance to student that absence of one or both of the
parents affect educational career of students. In the field of education and
family life to come with solution of ensuring stability in home for better for
the betterment of growing children and the society.
SCOPE OF THE
STUDY
There are many primary schools in
Ikpoba Okha Local Government Area but some of the schools were selected for the
study. The purpose was to investigate into the effect of broken homes on the
educational achievement of the child in the selected local government area.
DEFINITION OF
TERMS
Broken home: Broken home is a family that has
many problems, problems which affect one or more members of family mentally.
Children: A
young human being below the age of full physical development or below the legal
age of majority
Education
career: offers training and support on today’s most population software
packages, Microsoft office and QuickBooks are just a couple of the programs
supported.
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